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(h-1) In adopting the essential knowledge and skills for the social studies curriculum, the State Board of Education shall adopt essential knowledge and skills that develop each student's civic knowledge, including an understanding of:

(1) the fundamental moral, political, and intellectual foundations of the American experiment in self-government, as well as the history, qualities, traditions, and features of civic engagement in the United States;

(2) the structure, function, and processes of government institutions at the federal, state, and local levels; and
(3) the founding documents of the United States, including the Declaration of Independence, the United States Constitution, the Federalist Papers (including but not limited to Essays 10 and 51), excerpts from Alexis de Tocqueville's Democracy in America, the first Lincoln-Douglas debate, and the writings of the Founding Fathers of the United States.

(h-2) In the instruction of the essential knowledge and skills for the social studies curriculum, in applicable courses of Texas, United States, and world history, government, civics, social studies, or similar subject areas:

(1) no teacher shall be compelled by a policy of any state agency, school district, campus, open-enrollment charter school, or school administration to discuss current events or widely debated and currently controversial issues of public policy or social affairs;

(2) teachers who choose to discuss current events or widely debated and currently controversial issues of public policy or social affairs shall, to the best of their ability, strive to explore such issues from diverse and contending perspectives without giving deference to any one perspective;

(3) no school district or teacher shall require, make part of a course, or award course grading or credit including extra credit for, student work for, affiliation with, or service learning in association with any organization engaged in lobbying for legislation at the local, state or federal level, or in social or public policy advocacy; and

(4) no school district or teacher shall require, make part of a course, or award course grading or credit including extra credit for, political activism, lobbying, or efforts to persuade members of the legislative or executive branch to take specific actions by direct communication at the local, state or federal level, or any practicum or like activity involving social or public policy advocacy.

(5) No teacher, administrator, or other employee in any state agency, school district, campus, open-enrollment charter school, or school administration shall be required to engage in training, orientation, or therapy that presents any form of race or sex stereotyping or blame on the basis of race or sex.

(6) No teacher, administrator, or other employee in any state agency, school district, campus, open-enrollment charter school, or school administration shall shall require, or make part of a course the following concepts: (1) one race or sex is inherently superior to another race or sex; (2) an individual, by virtue of his or her race or sex, is inherently racist, sexist, or oppressive, whether consciously or unconsciously; (3) an individual should be discriminated against or receive adverse treatment solely or partly because of his or her race or sex; (4) members of one race or sex cannot and should not attempt to treat others without respect to race or sex; (5) an individual's moral character is necessarily determined by his or her race or sex; (6) an individual, by virtue of his or her race or sex, bears responsibility for actions committed in the past by other members of the same race or sex; (7) any individual should feel discomfort, guilt, anguish, or any other form of psychological distress on
account of his or her race or sex; or (8) meritocracy or traits such as a hard work ethic are racist or sexist, or were created by a members of a particular race to oppress members of another race.

(h-3) No private funding shall be accepted by state agencies, school district, campuses, open-enrollment charter schools, or school administrations for the purposes of curriculum development, purchase or choice of curricular materials, teacher training, or professional development pertaining to courses on Texas, United States, and world history, government, civics, social studies, or similar subject areas.

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Aggie_Journalist said:

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I think 6.8 is one of the areas some historians feel limited by, "meritocracy or traits such as a hard work ethic are racist or sexist, or were created by a members of a particular race to oppress members of another race."

I've heard second hand that one of the recent ideas out there is that the concept of meritocracy has been perverted by some Americans in the past to be used as an racist excuse for why minorities are poor. Something like, "people who work hard are successful, so poor minorities are poor because they are lazy." Totally ignoring the long history of barriers Americans have put in place to make it harder for minorities to earn equal educations and/or accumulate wealth.

6.8 would forbid teaching any such nuance around this concept.

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BQ78 said:

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Interestingly, I think someone recommended to you Fire and Blood Fehrenbach's history of Mexico, which I have no doubt today's historians would call racist. He actual says this is a key reason for Mexico's historical struggles versus the US. He points out that the people of Mexico have been oppressed by their culture since before the Spanish came and then they came and took it to a whole new level. He is very pointed in saying the Americans knew how to use the land to their economic advantage while the Mexican people were either too culturally oppressed to use it or the rich just felt just owning the land was the prize.

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AANo teacherlsh al lrequire, or make part of a course the following concepts: (1) one race or sex is inherently superior to another race or sex; (2) an individual, by virtue of his or her race or sex, is inherently racist, sexist,or oppressive, whether consciously or unconsciously; (3) an individual should be discriminated against or receive adverse treatment solely or partly because of his or her race or sex;

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BQ78 said:

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Interestingly, I think someone recommended to you Fire and Blood Fehrenbach's history of Mexico, which I have no doubt today's historians would call racist. He actual says this is a key reason for Mexico's historical struggles versus the US. He points out that the people of Mexico have been oppressed by their culture since before the Spanish came and then they came and took it to a whole new level. He is very pointed in saying the Americans knew how to use the land to their economic advantage while the Mexican people were either too culturally oppressed to use it or the rich just felt just owning the land was the prize.

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aalan94 said:

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Liberals: "Our curriculum doesn't do a, b. c. and c. and anyone who says it does is falling for propaganda."
Conservatives "We are banning a. b. c. and d."
Liberals: "How dare you oppress us?"

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Ghost of Andrew Eaton said:

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aalan94 said:

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Liberals: "Our curriculum doesn't do a, b. c. and c. and anyone who says it does is falling for propaganda."
Conservatives "We are banning a. b. c. and d."
Liberals: "How dare you oppress us?"

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That's sort of my question. I've read the bill and it won't have any bearing on how I teach my class because i don't teach CRT. Or at least I don't think I teach CRT or any particular version of it.

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Teacher_Ag said:

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I teach history and will never teach CRT. Period.

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Teacher_Ag said:

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From what I have read it is far too radical. I teach history as it happened, warts and all, and I want my students to treasure our country for its virtues and successes but to acknowledge its mistakes/shortcomings. That is and will always be what I do, nothing more or less.

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BQ78 said:

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Yeah the line may be hazy but some of the stuff is obvious: white people are naturally evil, need to shut up and listen to PoC, need to apologize for their history, etc.

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Teacher_Ag said:

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Unfortunately it is just your campus/district. I am part of a FB group for AP US and AP World teachers and CRT is very popular with the majority of them. A LOT of history teachers in TX are on board with that nonsense.

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